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Separating Groups of Single Blocks

The document discusses using number lines to model subtraction. It provides examples of having children place blocks on a number line to represent a starting quantity, then removing some blocks to a second number line to determine how many are left. The document suggests having children predict differences before removing blocks and explains how this helps develop number sense and mental math skills.

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107 views

Separating Groups of Single Blocks

The document discusses using number lines to model subtraction. It provides examples of having children place blocks on a number line to represent a starting quantity, then removing some blocks to a second number line to determine how many are left. The document suggests having children predict differences before removing blocks and explains how this helps develop number sense and mental math skills.

Uploaded by

Digi-Block
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Separating Groupsof Single Blocks

Focus Exploring subtraction with the single blocks


and number lines

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basic view of subtraction is one of separating or counting back from a given amount. This process is easily modeled on a number line. An initial quantity is shown on the line and then some of the blocks are taken away. This approach works well for small numbers and helps to further childrens counting strategies and understanding of subtraction.

Separating on the Number Lines


Present a story problem such as the one that follows (replace names with those of your own students).

(Sean) has 8 blocks. He gives 3 of them to (Rachel). How many blocks does (Sean) have now?
Have children model the problem and find the answer. Tell the children that they are now going to do the same problem with the number lines. Ask one child to place 8 blocks on a line. Have another child take 3 of the blocks and place them on another number line. You may want children to count back, saying, seven, six, five, as the blocks are removed. Ask,

How many blocks does (Sean) have left?


Have children work in pairs with blocks and two number lines. The first child places some blocks on the number line and the other child removes some of those blocks to the other line. Once familiar with the task, children should record their work. Pairs of children can then tell their classmates what they did and share their recordings.

Children can model the separating process on two number lines, removing some number to the second line to find out how many are left.

Discuss with children that what they are doing is separating the groups, or subtracting. When appropriate, introduce the minus () and equals (=) signs
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by building on the childrens drawings and words. Help children to read 8 3 = 5 as eight minus three equals five. Once they understand the traditional symbols, children can practice using the number lines to find differences when given examples such as 29 13, and for solving subtraction story problems. Note that children may find different ways to use the number line. For the given example, some children may place the 29 blocks, remove 13 from the beginning of the line, and then count the remaining blocks. Although not efficient, this approach does work. Over time, as children keep demonstrating their techniques to one another, more efficient methods will develop. Children will learn to push the blocks back to the beginning of the line in order to find how many are left. If children continue to take blocks from the left and count those that remain, you might ask,

Is there a way to use the number line to find how many, without counting blocks?

Predicting Differences
As children find differences in subtraction examples or story problems, encourage them to predict the difference before they actually remove the blocks. Children may count back mentally (if separating a very small number) or count back while touching successive hash marks (for a somewhat larger number). They may also use their hands to approximate the length of the second quantity (by placing their hands from zero to that number on the line) and think about decreasing the first amount by that approximate length. Begin with examples such as 8 1 and 7 2. Have children place a marker where they think the line will end when these blocks are removed. Counting back by 1 or 2 is an effective counting strategy and children will enjoy finding that they can predict the outcome. You can then challenge children with examples such as 19 3 , 24 10, and 30 20. Invite children to explain how they arrive at their predictions and then place the blocks to check. Through repeated opportunities to predict exact answers without actually removing the blocks, children develop good number sense and intuitive mental computation skills. Such abilities take time to develop, but they are very valuable in real-world situations. Encourage children to participate in the problem-solving process of predicting answers correctly, and ask them to explain their process for doing so.

Children begin to predict the result for an example such as 12 5 before removing the 5 blocks to check.

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Practicing Key Ideas
Taken from a Line
Write some numbers on index cards, one number per card. Children work in pairs. They turn over two cards, determine the larger number, and show that number on a number line. Children then remove the smaller number of blocks, place them on another number line, and record their actions. Children begin again by clearing the number line and turning over two more cards.

Predict Exactly
Children play in teams of two. The first team places some blocks on a number line. The second team names a number of blocks they will take away. Each team places a marker on the line to show how many will be left when the blocks are removed. Children then remove the blocks to another line to check. The activity is repeated with teams reversing roles.

Assessing Learning
1. Have the child show 15 on a number line. Say,

Take away 6 of these blocks and tell how many are left.
Then ask,

If you put back the 6 blocks, how many would there be? How do you know?
Does the child count or use the number line to identify the number of remaining blocks? identify the difference correctly? replace the blocks to answer or immediately identify the number of rejoined blocks? explain his or her thinking clearly? 2. With blocks and a number line available, present the example 23 16 and ask the child to find the answer. Does the child use the blocks and represent the numbers correctly? use the number line? find the correct answer? 3. Have the child place 10 blocks on a number line. Ask,

If you take away 3 of these blocks, where will the blocks end? Why do you think so?
Have the child remove the blocks to check. Does the child predict correctly? clearly explain his or her thinking?

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